INNOVATIVE MODEL FOR DEVELOPING ENVIRONMENTAL COMPETENCIES IN THE PEDAGOGICAL EDUCATION PROCESS

This article analyzes the theoretical and methodological foundations and proposes an innovative model for developing environmental competencies among prospective teachers studying in higher pedagogical education institutions. In the context of contemporary globalization, challenges such as environmental security, climate change, and the loss of biodiversity have made the development of environmentally oriented competencies within the education system an urgent priority. The paper explores the structural components of environmental competence—cognitive, axiological, praxeological, and reflective—their interconnections, and the mechanisms of their formation through integrative, systemic, and competency-based approaches within the pedagogical process. Furthermore, the necessity of organizing environmental education based on a transformative learning model within the framework of the Education for Sustainable Development (ESD) concept is substantiated. The findings demonstrate that fostering environmental competencies contributes to enhancing the quality of teacher training and strengthening environmental culture in society.